INTED2021 Proceedings最新文献

{"title":"IMPLEMENTING THE FLIPPED COMPUTER SCIENCE LEARNING APPROACH TO FOSTER LEARNING AUTONOMY SKILLS: A QUALITATIVE STUDY WITHIN COMPULSORY EDUCATION","authors":"Mohammed Alwaqdani, Caroline Walker-Gleaves","doi":"10.21125/INTED.2021.1874","DOIUrl":"https://doi.org/10.21125/INTED.2021.1874","url":null,"abstract":"Over the last decade, a major innovation within technology use in order to transform students’ learning has developed in higher education world-wide. One key technology adaptation that has attracted much attention, because of its facilitation of the practice of the active learning, is ‘flipped learning’ which aims to enhance students’ engagement and promote self-directed learning. Flipped learning has been introduced into various disciplines and at educational levels, with a number of promising educational gains in terms of improved student learning experiences. However, despite an encouraging body of research, the high school level has not yet been explicitly researched in terms of how flipped learning may enhance learning autonomy skills. In parallel, there is a pressing need in education to cultivate students’ autonomous learning in and out of school, a need that has become all too apparent during the Covid-19 pandemic. This paper aimed to investigate how a flipped learning environment could enhance Computer Science students’ learning autonomy in a high school. It discusses findings from a qualitative study investigating the learning autonomy of students in flipped and non-flipped learning contexts, to understand differences between students’ autonomous learning in these two learning environments. Data were gathered via 18 semi-structured interviewers and two focus groups that were then analysed using a thematic analysis approach. The findings from flipped learning participants and non-flipped learning participants showed that the students in the flipped learning conditions hold a more positive attitude toward their learning autonomy compared to students in the non-flipped learning context. Furthermore, the students in the flipped learning environment showed an awareness of being autonomous learners compared with non-flipped learning students who depended heavily upon the teacher for their learning and motivation. The study showed how flipped learning can promote student motivation to learn independently by providing learning practices that allow the students to practice their autonomy learning skill over time, which then develop into habits of mind. The study suggested that the computer teacher could implement the flipped learning approach with the aim of enhancing the students’ learning autonomy skills through the learning processes, including pre-classroom activities and in-classroom activities.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131615139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"GLOBALLY COMPETENT FACULTY: A STRATEGY TO DEVELOP GLOBAL CITIZENSHIP","authors":"C. Montaudon-Tomas, F. S. Grolleau","doi":"10.21125/INTED.2021.2157","DOIUrl":"https://doi.org/10.21125/INTED.2021.2157","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122757986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ANALYSIS OF LEARNING OUTCOMES IN GAMIFIED BLENDED E-LEARNING COURSE","authors":"D. Kermek, Matija Kaniski","doi":"10.21125/INTED.2021.1682","DOIUrl":"https://doi.org/10.21125/INTED.2021.1682","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133601478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A NOVEL APPROACH TO ONLINE PHYSICS REFRESHER COURSES AT POLITECNICO DI MILANO","authors":"P. Gondoni, Matteo Bozzi, Barbara Balossi, Gianmaria Calisesi, E. Ferocino, Immacolata Genco, L. M. Molteni, Andrea Pini, Filippo Rezoagli, M. Zanoletti, Maurizio Zani","doi":"10.21125/INTED.2021.0336","DOIUrl":"https://doi.org/10.21125/INTED.2021.0336","url":null,"abstract":"Among the challenges that universities are facing nowadays, one that deserves special attention is the increasing number of dropouts. Refresher courses for perspective freshmen have regularly been organised at Politecnico di Milano over the last years as a means to tackle this issue. Due to the Covid-19 pandemic, the present situation posed serious limitations to traditional teaching methods this year, especially for long (3-4 hours) lectures which may be difficult to follow online. In this paper we present a novel approach based on a blend of non-interactive conventional lectures in large groups and interactive lessons in smaller groups. The course was delivered online using the Microsoft Teams software according to the following structure: first, a live video of a 1-hour lecture was streamed by a single tutor for the whole pool of approximately 1000 students. During this streaming, the students were not allowed to interact with the tutor or with one another by any means. Afterwards, 8 teams of students were formed and assigned to different tutors for the following three hours of more interactive lectures. Each tutor presented examples and exercises of their own choice (mainly on the same topic as the streamed video) and delivered guided solutions while promoting the interaction among students. Furthermore, a common set of short problems was given to each team: this activity could be performed at any time during the second part of the block, as decided by each tutor. In order to span among different teaching styles, the student teams were assigned to a different tutor every day for the interactive part of the lesson. As an additional resource, an online forum was activated on a dedicated website, which allowed students to ask questions on the course topics in an asynchronous way. At the end of the course, every student was invited to fill in an anonymous survey to express their satisfaction with the course. The results of the survey indicate an overall degree of satisfaction with a mean rating over 75%. show that a larger group of the interviewed sample followed the first part of the lecture live rather than on YouTube, in either case expressing a satisfaction degree between 78% and 80%. The interactive lessons with tutors were appreciated by approximately 79% of the students, and the percentage of satisfactions decreases to 76% when it comes to quizzes. However, the data concerning asynchronous viewing, interactive lessons and quizzes are more broadly scattered. The overall satisfaction with the course approximately with smaller standard than the previous questions.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130600980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"TEACHERS’ EXPERIENCES AND PERCEPTIONS REGARDING MOBILE AUGMENTED REALITY GAMES: A CASE STUDY OF A TEACHER TRAINING","authors":"Margarida M. Marques, L. Pombo","doi":"10.21125/INTED.2021.1865","DOIUrl":"https://doi.org/10.21125/INTED.2021.1865","url":null,"abstract":"The literature has been recognizing the potential of mobile technologies, augmented reality (AR) and game-based approaches in Education and recommends its adoption. Considering the scarcity of this type of educational resources in the Portuguese context, it is relevant to create opportunities for teachers and researchers to collaborate in the development of high-quality open resources to be integrated into games available for all. To this end, a 50-hour continuous training course for teachers was conducted to promote collaborative development of mobile AR game-based resources for Science, Technology, Engineering and Mathematics learning. In this contribution, data from a questionnaire applied at the beginning of the training is analysed to support assessment of teachers’ previous experiences and initial perceptions regarding mobile learning, AR use in Education and game-based learning. The questionnaire was anonymous and 14 out of 16 teachers gave informed consent to participate in this study. This data was triangulated with information collected through participant observation from two researchers who were also the trainers and the authors of this paper. Results reveal that teachers with different profiles attained this training. Nevertheless, most teachers revealed naïve perspectives on mobile and game-based learning and were unaware of AR technologies and their potential use in education. Teacher profiles varied from those who acknowledge not knowing and not using either of the three approaches in their teaching practices, nor in their personal learning experiences, to those who seem to have somewhat accurate ideas. This work is relevant as this case study is an empirical account of teachers practices and perspectives on mobile AR games.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121039143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"USE OF 3D PRINTS FOR TEACHING SPECIALIZED SUBJECTS","authors":"Mária Polorecká, Katarína Petrlová, K. Holla","doi":"10.21125/INTED.2021.2183","DOIUrl":"https://doi.org/10.21125/INTED.2021.2183","url":null,"abstract":"","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125900525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE ROLE OF STAKEHOLDERS’ EVALUATION ON THE QUALITY OF REUSABLE LEARNING OBJECTS FOLLOWING THE ASPIRE PARTICIPATORY FRAMEWORK","authors":"M. Ho, Michael Taylor, Edel McSharry, Inge Bergmann-Tyacke, Margarida Reis Santos, Marc Dhaeze, Mary Brown, C. Hall, S. Konstantinidis","doi":"10.21125/INTED.2021.1605","DOIUrl":"https://doi.org/10.21125/INTED.2021.1605","url":null,"abstract":"As the population is becoming increasingly culturally diverse, there is a growing need for nurses to provide culturally competent care. It has been suggested that health disparities exist within in ethnic minorities and by providing culturally competent care could reduce disparities. The aim of the “TransCoCon: Developing Multimedia Learning for Transcultural Collaboration and Competence in Nursing (GA No 2017-1-UK01-KA203-036612) ERASMUS+ project has been to create innovative accessible multi-media learning resources that will enable undergraduate nursing students and registered nurse in five countries to develop knowledge and skills that enable self-efficacy to influence direct patient care. A participatory approach based on the ASPIRE framework followed, in order to develop the multimedia learning resources, namely Reusable Learning Objects (RLOs). The ASPIRE framework stands for Aims, Storyboarding, Population, Implementation, Release and Evaluation and it includes the following steps: i) Participatory Workshop, ii) Specification writing, iii) Peer Review of Specification – followed by amendments, iv) Development of the RLO, v) Review of the RLO– followed by amendments, vi) Evaluation with stakeholders– followed by amendments, vii) Publish the RLO online. The creation of an RLO is a time-consuming process, but in order to ensure its quality, peer review of the content (Specifications) before development, content and technical review once developed and evaluation from the stakeholders after amendments, are consider vital steps in the development process. This paper will present the evaluation of RLOs with stakeholders at 2 different stages of its development process aiming to discuss the value of the evaluation of the stakeholders at different stages of the process and not only once complete. Four RLOs developed by four partners of the TransCoCon project are evaluated; two after the initial Specification developed using a University of Nottingham HELM team bespoke Specification tool that allows preview of the specification as an RLOs without the interactivity element, and two at the stage of development. Each RLO was evaluated by 23 nursing students or registered nurses. The result of the evaluation was generally consistent across the 4 RLOs. Most participants agreed that the RLOs were clear about its objectives, easy to navigate and have introduced new concepts. On top of that, majority of the participants agreed that the content was appropriate for the topic and have enjoyed learning on their own. In terms of attributes that have contributed or might contribute once developed to their learning, interactivity, self-test exercises, working at own pace, ability to access the RLO anytime and from anywhere were found important by most participants. Since RLOs were on a prototype stage or on a specification preview, technical problems identified by the participants in all 4 RLOs. Technical problems seem to influence the perception of the participa","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"318 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124502463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"CO-CREATION OF CHATBOTS AS AN EDUCATIONAL RESOURCE- TRAINING THE TRAINERS WORKSHOP","authors":"M. Pears, James Henderson, P. Bamidis, Constantinos S. Pattichis, K. Karlgren, H. Wharrad, S. Konstantinidis","doi":"10.21125/INTED.2021.1570","DOIUrl":"https://doi.org/10.21125/INTED.2021.1570","url":null,"abstract":"There is growing need for personalised individual student support in healthcare curricula. A key limitation to providing quality support surrounds large student-to-lecturer ratios. This can result in attenuation of lecturer’s efforts to provide high level support for all students. Artificial Intelligence (AI) systems, specifically usage of machine conversation systems known as chatbots, can support education delivery. The co-creation of chatbots has complexities and barriers which may hinder design, creation, and implementation. Therefore, workshops are required to deliver support in creating formal specifications for chatbot development.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115580751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ADAPTATION AND LATENCY IN TIMES OF CRISIS - CHANGES IN IT IN HIGHER EDUCATION","authors":"Bert Zulauf, Nina Knipprath, Tobias Koch, Erik Reidt","doi":"10.21125/INTED.2021.1225","DOIUrl":"https://doi.org/10.21125/INTED.2021.1225","url":null,"abstract":"Germany, end of March 2020: The start of the lecture period in North Rhine-Westphalia has been postponed. The Rector of the Heinrich Heine University Düsseldorf (HHU) wrote in a circular e-mail: \"Not on 6 April, but ... only on 20 April will the courses of the 2020 summer semester begin. The Rectorate of the HHU welcomes the decision and is working together with the faculties on the design of the new semester plans\". This uncertain situation made it necessary to completely rethink teaching for the following semester and to organise it digitally online. Apart from many uncertainties, everyday life consisted of a number of challenges and also of new opportunities in a large experimental field of digitisation of teaching. Where can you find help? How can communication with students take place? Such and similar questions were absolutely at the centre of attention and accompanied throughout the entire 2020 summer semester. The Centre for Information and Media Technology (ZIM) of the HHU searched in all different directions and compared which solutions were used by other universities and what capabilities were provided by different services. As well as establishing a new videoconferencing service, a variety of measures were implemented to support distance learning. Many existing services were expanded, not only to improve availability and performance, but also to add staff to support training and counselling. Tutorial videos have been produced and new support formats, such as the e-learning consulting hours in Rocket.Chat were highly appreciated by the lecturers. Problem solutions for VPN and WLAN or help with computer problems could only be offered by e-mail or telephone. Course rooms and PC workstations were also closed for the time being. The disruption of the crisis promoted many newly conceived formats and concepts, such as the integration of the chat into courses or the more extensive provision of lecture recordings, much was tried out and discarded, rethought and redesigned. The students positively emphasised the possibility of being able to rework lecture content at their own pace via screencasts and recordings. The experience gained from lectures that were streamed live also led to a considerable acquisition of skills for online courses by both teachers and students. In addition to didactic and collaborative experiences, all stakeholders involved were able to gain insights into which organisational measures are suitable for good personnel support for live streaming lectures and that synchronous lectures with over 1,000 participants are technically possible with video conferencing tools such as Webex. The experience gained was used at various levels and is a useful basis for planning the current winter semester and beyond. Inter-university online events, quickly offered a lively exchange of information on current plans, but also on initial findings. The different experiences were supplemented by surveys among teachers, students and in the area ","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121211084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INNOVATIVE TEACHER EDUCATION THROUGH PERSONALISED LEARNING: DESIGNING TEACHING AND LEARNING SCENARIOS","authors":"S. Ališauskienė, Lina Kaminskienė, L. Milteniene, Rita Meliene, Ausra Rutkiene, A. Kazlauskienė, Asta Širiakovienė, Simona Kontrimienė, Vita Venslovaitė, Catherine O’Mahony, Laura Lee, Hafdís Guðjónsdóttir, J. Kristinsdóttir, A. Wozniczka","doi":"10.21125/INTED.2021.1173","DOIUrl":"https://doi.org/10.21125/INTED.2021.1173","url":null,"abstract":"The growing diversity of the student population twinned with a shift towards more learner-centred education provides the impetus to develop innovative teaching approaches. Imagined as personalised learning (PL), this approach argues for greater flexibility for the learner and more opportunities to include students’ voice in the design and enactment of learning. This paper distils the learning from the members of the INTERPEARL project consortium including Lithuanian Universities Siauliai University (SU), Vytautas Magnus University (VMU), and Vilnius University (VU) together with their international partners University of Iceland (UI), and University College Cork, Ireland (UCC). The paper is based on the theoretical assumptions of social construction and takes mixed method approach to uncover the learning from implementing a personalised learning process to encourage greater learner agency and co-creation of learning. This paper will introduce the PL framework developed by the INTERPEARL consortium and two related concepts, namely Learning Scenarios and Learning Design. The learning from the implementation of the PL Framework in Iceland, Ireland, and Lithuanian is uncovered, with a methodology of self-study of teaching and teacher education practices (S-STEP), and student-teachers surveys providing a strong rationale for more PL approach.","PeriodicalId":318547,"journal":{"name":"INTED2021 Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129234271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}